June Draft changes to. Australian Curriculum F-10. Consultation report

Transcription

1 June 2015 Draft changes to Australian Curriculum F-10 Consultation report

2 CONTENTS CONTENTS... 2 EX ECUTIV E SUMMARY... 5 Introduction... 5 Purpose of the report... 5 Respondents... 5 Key findings and directions CONSULTATION PROCESSES AND METHODOLOGY Consultation processes Online survey Written submissions Methodology OVERALL RESPONSES Summary of demographics for online survey respondents All respondents Key feedback on content descriptions Key feedback on achievement standards s and directions for revision ENGLISH Background Summary of demographics for online survey respondents All respondents Strengths Content descriptions Summary of key feedback and directions s and directions for revision MATHEMATICS Background Summary of demographics for online survey respondents All respondents Strengths Content descriptions Achievement standards Summary of key feedback and directions s and directions for revision SCIENCE Background Summary of demographics for online survey respondents All respondents Draft changes to Australian Curriculum Consultation report June

3 5.3 Strengths Content descriptions Achievement standards Summary of key feedback and directions s and directions for revision HUMANITIES AND SOCIAL SCI ENCES Background Summary of demographics for online survey respondents All respondents HASS, Foundation Year 6: strengths Content descriptions Achievement standards Summary of key feedback and directions HASS, Foundation Year 6: concerns and directions for revision HASS, Years 7 8 redesign: strengths Content descriptions Achievement standards HASS, Years 7 8 redesign: concerns and directions for revision History, Years 7 10: strengths Content descriptions History, Years 7 10: concerns and directions for revision Geography, Years 7 10: strengths Content descriptions Achievement standards Geography, Years 7 10: concerns and directions for revision Civics and Citizenship, Years 7 10: strengths Content descriptions Achievement standards Civics and Citizenship, Years 7 10: concerns and directions for revision Economics and Business, Years 7 10: strengths Content descriptions Achievement standards Economics and Business, Years 7 10: concerns and directions for revision THE ARTS Background Summary of demographics for online survey respondents All respondents Strengths Achievement standards Summary of key feedback and directions s and directions for revision TECHNOLOGIES Background Summary of demographics for online survey respondents All respondents Strengths Content descriptions Achievement standards Draft changes to Australian Curriculum Consultation report June

4 8.4 Summary of key feedback and directions s and directions for revision HEALTH AND PHYSICAL EDUCATION (HPE) Summary of key points Summary of demographics for online survey respondents All respondents Strengths Content descriptions Achievement standards Summary of key feedback and directions s and directions for revision APPENDIX 1: ORGANISATIONS THAT SUBMITTED RESPONS ES APPENDIX 2: ORGANISATION ACRONYMS Draft changes to Australian Curriculum Consultation report June

5 EXECUTIVE SUMMARY Introduction In December 2014, Education Council requested that the Australian Curriculum Assessment and Reporting Authority (ACARA) provide advice on the four themes outlined in the Australian Government s initial response to the Review of the Australian Curriculum. These themes are: resolving the overcrowded curriculum; rebalancing the curriculum; improving accessibility for all students; and improving parental engagement around the curriculum. As a part of agreed actions to address overcrowding in the primary years and rebalancing of the Australian Curriculum, ACARA developed draft changes to content descriptions and achievement standards in all Foundation Year 10 Australian Curriculum learning areas, except languages. These draft changes were distributed to an identified group of key stakeholders for consultation from 17 April to 15 May The key stakeholders were provided with the draft changes and online surveys and invited to respond. Purpose of the report This report provides a summary of advice received from key stakeholders in response to consultation about draft changes to Australian Curriculum content descriptions and achievement standards. The report also describes ACARA s key directions in response to the feedback. Respondents ACARA received a total of 271 responses across the eight online surveys, comprising responses from 98 different individuals and 31 different organisations. In addition, 24 written submissions were received from state/territory education authorities, professional teacher associations, schools and individuals. The greatest proportion of responses was from Queensland (26 per cent), followed by New South Wales (15 per cent). Individual and group respondents identified as education officers more frequently than any other category. The largest proportion of group contributions came from education authorities. The majority of individual responses came from those working in the government sector. Key findings and directions Diverse views about the draft changes to content descriptions and achievement standards developed to address overcrowding in the primary years were expressed in responses. On balance, respondents noted that the manageability of the primary curriculum had been improved, although there was disagreement regarding the extent of the improvements. ACARA proposed an overall reduction in the number and volume of content descriptions across the curriculum. There were various views regarding these reductions expressed in the responses, from disagreement that the number was, in fact, reduced, to recognition that the number was reduced but concern that this led to a decrease in clarity and interrupted learning progression, and that it would be problematic for curriculum implementation. There Draft changes to Australian Curriculum Consultation report June

6 was broad support for the reorganisation of the primary humanities and social sciences (HASS) curriculum, especially from primary respondents, and for the strengthening of phonemic awareness and phonics in English. A number of respondents believed that across F 10 the revisions have more disadvantages than advantages. Many respondents supported the option to use either a combined learning area achievement standard for HASS, The Arts and Technologies as improving manageability, however, some respondents expressed concern at this option. English Respondents largely supported draft changes to the content descriptions to strengthen phonemic awareness and phonics by reconfiguring the sound and letter knowledge substrand into the phonics and word knowledge sub-strand. There was little support for relocating the phonics and word knowledge sub-strand to the first position in the Language strand, nor was there much support for relocating the handwriting sub-strand from the literacy strand. There was little support for the proposed deletions and amalgamations of threads in other aspects of English. There was acknowledgement that changes to content descriptions would need to be aligned to achievement standards, and some concern about pitch and alignment in the draft F 2 achievement standards. The sound and letter knowledge sub-strand of the language strand will be strengthened and renamed as the phonics and word knowledge sub-strand, comprised of three threads; phonological and phonemic awareness, alphabet and phonic knowledge, and spelling. The handwriting thread will not be relocated as proposed, but content descriptions in phonic and word knowledge will be revised to emphasise the importance of phonics to both writing development and reading. The creating literature sub-strand will be strengthened in F 2. Apart from minor edits, few changes will occur to other aspects of English. Mathematics Stakeholders largely agreed that the draft content descriptions are clear, well-pitched and have appropriate volume of content. There was broad agreement that the achievement standards are well-aligned to content descriptions, well-pitched and show good progression. There were some concerns about the Foundation Year and with the presentation of the proficiencies. Draft changes to content descriptions and achievement standards will be adopted. Science Most feedback indicated that little change had been needed to the endorsed science curriculum. Overall, respondents agreed that many draft changes showed greater clarity and progression of the content, particularly F 6 in the science inquiry skills and science as a human endeavour strands across the full range of bands. There was concern that some draft changes conflated a number of concepts and therefore created more complexity. Respondents said that clarity had improved but noted some further alignment issues to be resolved. Draft changes to Australian Curriculum Consultation report June

7 All draft changes to content descriptions will be reviewed and refined based on consultation feedback. Achievement standards will be reviewed to ensure there is alignment to, and consistency with, changes to content descriptions. Humanities and Social Sciences Humanities F 6 Respondents broadly supported the redesign of the Foundation Years 6: Humanities and Social Sciences curriculum, whilst seeking more refinement on the inquiry and skills, year level descriptions and key inquiry questions to highlight discipline-specific concepts and skills, and retaining information that supports relevant integration opportunities. Humanities 7 8 The Years 7 8 combined curriculum is generally perceived as an inadequate model for developing complex concepts and skills required of disciplines at that stage of schooling. A Year 7 combined curriculum is favoured by smaller schooling jurisdictions as an option that offers flexibility, thus it is proposed that one combined curriculum for Foundation Years 6/7 be developed with further revisions to strengthen discipline-specific concepts and skills. Humanities 7 10 There was broad agreement for the revisions to the Years 7 10 History content descriptions, and the Years 7 10 Geography, Civics and Citizenship, and Economics and Business content descriptions and achievement standards. In History, concerns regarding women s perspectives, depth studies and time allocations are out of scope of this review; however, advice will be strengthened on the curriculum website. In Geography, common concerns relate to overcrowding and progression (out of the scope of this review). In Economics and Business, respondents requests on ambiguities, omissions and progression are out of scope in most instances; however, editorial advice provided by respondents is being considered where possible. A common concern across the Years 7 10 subjects was the need for advice on the design and role of achievement standards, which may be addressed in refinements to the Australian Curriculum website. The Arts No draft changes to any content descriptions were proposed. Mixed views were expressed about the proposed Arts learning area achievement standard. The sample of practising primary teachers consulted indicated support for the option of Arts learning area achievement standards. A number of respondents who were not supportive did not appear to understand that the learning area achievement standard was presented as an option in addition to the subject-specific achievement standards. It is proposed that The Arts learning area achievement standards be retained as an option and be accompanied by text that explains how the learning areas achievement standards can be used alongside the subject content to assess and report on The Arts. They may choose to use a single achievement standard for assessing and reporting, or they may choose to use achievement standards for each art form. Draft changes to Australian Curriculum Consultation report June

8 Technologies Most respondents supported the alignment of the processes and production skills strand for Design and Technologies, and Digital Technologies. There was also a high level of support for the reduction of the number of technologies contexts in Years 5 6 from four to three, and for some of other suggested reductions and rewording in both subjects. Respondents agreed that complexity was reduced in general, and that while progression had improved, there was some need for reordering in Digital Technologies. Some draft changes to content descriptions were not supported, in particular the deletion of sustainability from the Technologies and society thread in Design and Technologies. There was broad support for providing Technologies learning area achievement standards as an alternative or option to subject-specific achievement standards. The sample of practising primary teachers consulted indicated support for the option of Technologies learning area achievement standards. However, there were some concerns about how well the learning area achievement standards reflected curriculum intent. Directions include retaining the Technologies learning area achievement standards as an option, accompanied by text that explains how the learning area achievement standard can be used alongside the subject content to assess and report on the Technologies. Further revisions will focus on considering the concerns and the suggestions provided during consultation. Health and Physical Education (HPE) Overall, respondents viewed the changes as improving the curriculum and achieving reduced volume. Removing duplication with dance from Foundation to Year 6, while retaining rhythmic and expressive movement as a focus area were seen as a positive step in reduction. This deletion has been extended to Year 10 to address progression issues. Minor modifications to other 7 10 content descriptions will ensure retention of skills and a focus across a variety of physical activity contexts. The suggested focus on students own wellbeing in strand one, sub-strand one, was not supported, being seen as limiting the empowerment of students to enhance the wellbeing of others. was also expressed about a loss of focus on cultural diversity. Content descriptions relating to diversity have been reinstated and strengthened in Years 3 4 and Years Respondents said that the standards were clear and appropriately pitched. They identified some misalignment needing further attention. The importance of safety will be included in achievement standards. Draft changes to Australian Curriculum Consultation report June

9 1. CONSULTATION PROCESSES AND METHODOLOGY 1.1 Consultation processes The draft changes to the F 10 Australian Curriculum were made available by invitation to state and territory education authorities, professional teacher associations, academics in the field of education, and a sample of practising primary teachers for consultation from 17 April to 15 May The main avenues for consultation feedback was sought through responses to online surveys, including one overall survey and specific learning area surveys. 1.2 Online survey The eight online surveys comprised a mixture of rating scale questions (four-point Likert scale) and space for comments that focused on suggestions for improvement. Feedback was sought in relation to the following areas: changes to content descriptions at a year/band across all learning areas changes to achievement standards at a year/band across all learning areas. Individuals and organisations that submitted online survey responses are listed in Appendix Written submissions Written submissions were submitted by some state and territory education authorities, professional associations and bodies, and other stakeholders. Organisations that provided written submissions are listed in Appendix Methodology Quantitative data were collated and analysed from the online survey using the Survey Monkey tool. The qualitative data include commentary from both the online survey and written submissions. Demographic quantitative data from the online surveys are presented in charts and tables throughout this report. Each question in the online surveys was given a rating: strongly agree, agree, disagree, strongly disagree. Each category was totalled and a percentage was calculated for each question. This quantitative data, combined with the qualitative data from online surveys and written submissions, were analysed to determine the degree of satisfaction with the draft changes to the content descriptions and achievement standards. Data were analysed for recurring themes and general trends, and then summarised in terms of strengths, concerns and directions. Draft changes to Australian Curriculum Consultation report June

10 Section 2: Overall 2. OVERALL RESPONSES ACARA received 20 responses to the online overall survey, comprising 12 individual responses and eight groups. ACARA also received eight written submissions that provided overall commentary. 2.1 Summary of demographics for online survey respondents All respondents Location As shown in Figure 2.1, the largest proportion of respondents to the online survey was from Queensland, followed by New South Wales and national organisations. Focus or location of work 15.0% 5.0% Australian Capital Territory New South Wales 10.0% 10.0% 10.0% 20.0% 30.0% Northern Territory Queensland South Australia Tasmania Victoria Western Australia National Figure 2.1: Online overall survey respondents by focus or location of work NB: Contributions of less than 1% are not shown on the graph Draft changes to Australian Curriculum Consultation report June

11 Section 2: Overall Respondent perspective Figure 2.2 represents the total respondents to the online overall survey. The largest proportion of respondents identified as education officers, followed by school leaders, primary teachers and academics, and then primary subject specialist teachers. Respondent perspectives 10.0% 5.0% Primary teacher Primary subject specialist teacher Secondary teacher 55.0% 10.0% 20.0% School leader Academic Education officer Group respondents Figure 2.2: Online overall survey respondents by perspective NB: Contributions of less than 1% are not shown on the graph Figure 2.3 shows the proportions of respondents to the online overall survey by organisation type. The largest proportion of contributions to the overall survey was from education authorities. Group respondents 77.8% 11.1% 11.1% School Professional teacher association Education authority Figure 2.3: Online overall survey group respondents by organisation type Draft changes to Australian Curriculum Consultation report June

12 Section 2: Overall Individual respondents Figure 2.4 shows the proportions of respondents to the online overall survey by individuals and what sector they are from. The largest proportion of contributions to the overall survey was from individuals from the government sector, followed by the Catholic sector and then the independent sector. Individual respondents 58.3% 33.3% Catholic Independent Government 8.3% Figure 2.4: Online overall survey individual respondents by sector 2.2 Key feedback on content descriptions There were conflicting responses to the draft changes, with respondents at various points along the continuum of support. Individual respondents were supportive of the changes to content descriptions and achievement standards. On balance there was broad support for: changes in Humanities and Social Sciences (HASS) and in the phonics aspects of English moving the examples from the content descriptions to the elaborations as it provides greater clarity refinements to content descriptions to improve clarity. APPA recognised that there has been a reduction in the content and is supportive of refining the Australian Curriculum website. 2.3 Key feedback on achievement standards There was broad support for: schools having the option of using a combined achievement standard to assist with manageability and reporting. Draft changes to Australian Curriculum Consultation report June

13 Section 2: Overall 2.4 s and directions for revision Specific matters that need attention Content descriptions draft changes to Australian Curriculum: Overall F 10 content descriptions F 10 content descriptions Years 5 6 content descriptions Revisions do not reduce the volume of curriculum In some instances, the collapsing of content descriptions compromises the precision, coherence, clarity and flexibility of learning intention of the subject or learning area The reductions are helpful, however they do not go far enough in Years 5 and 6 ESA ISQ SSDQLD BCE RCE BOSTES two individuals ESA SSDQLD QCEC VCAA BOSTES three individuals SSDQLD Changes are cosmetic Duplication of content is still evident Combining content descriptions does not reduce the content New content descriptions have diminished the quality and intent of some learning areas Specific suggestions of duplication are welcomed. Changes to F 6 HASS are significant in the reductions of content achieved Addressed through review work in each learning area Curriculum is overcrowded Specific suggestions of Years 5 6 content descriptions reductions are welcomed Draft changes to Australian Curriculum Consultation report June

14 Section 2: Overall F 10 content descriptions The amalgamation and deletion of content descriptions will affect the Australian Curriculum codes and, therefore, Program Builder and links to national resources through Scootle Specific matters that need attention BOSTES NIL Out of scope. will be noted in the 2015 monitoring process. Achievement standards draft changes to Australian Curriculum: Overall With the exception of The Arts, achievement standards are not more manageable or flexible than they were previously ESA NIL Further review of achievement standards underway to ensure alignment to changes in content descriptions. Changes to achievement standards will reduce the number of achievement standards if the optional learning area achievement standards for Technologies and The Arts are used Reducing achievement standards to one overall standard is confusing, and clarity or VCAA BOSTES one individual NIL The option of individual subject or learning area achievement standards for Technologies and The Arts to be provided and explanatory text provided on the Australian Curriculum website Draft changes to Australian Curriculum Consultation report June

15 Section 2: Overall what is to be assessed is lost. Specific matters that need attention The additions to the English achievement standards and content descriptions have increased the crowdedness. CEWA ISQ ESA BOSTES two individuals See English It is not clear if the subjectspecific and overall achievement standards will be available as an option. D Ensure that the achievement standards are written so either can be used with the content descriptions. Offer the option of using individual subject or combined achievement standards for Technologies and The Arts. NB Refer to HASS report for direction One achievement standard decreases assessment workload for teachers, can teachers adjust the amount of content they are required to teach across subjects? D NIL Ensure the content descriptions have a clear line of sight with the single achievement standards Draft changes to Australian Curriculum Consultation report June

16 Section 2: Overall General concerns/issues lying outside survey scope General Too much content in learning areas CESA APPA Clarify what is mandated and what is aspirational in regard to the curriculum in order that states and sectors can give clear direction to schools Advice on Australian Curriculum website will confirm that the Australian Curriculum is aspirational for all young Australians and that state and territory curriculum and school authorities make decisions about the focus, priorities and implementation timeline for their schools General Different learning area designs CESA Develop consistency of design across the learning areas Related work. will be addressed in refinements to the Australian Curriculum website General A lack of explicitness in highlighting the intent and concepts underpinning the curriculum BCE Concept development in the curriculum should be commonly developed and named in each learning area. Related work. will be addressed through key ideas in refinements to the Australian Curriculum website General General / out of scope Primary teachers have not been consulted in the curriculum design and redesign process Lack of congruence across the skills, knowledge and general capabilities QCEC QCEC Primary teacher involvement in the curriculum design Check alignment of the skills, knowledge to the general capabilities across learning areas Sample of practising primary teachers nominated by APPA participated in four days of consultation Mapping of alignment of inquiry skills and relationship to critical and creative thinking was undertaken during the process. Any specific advice about this suggestion is welcomed Draft changes to Australian Curriculum Consultation report June

17 Section 2: Overall General / out of scope General / out of scope General / out of scope Teachers need support to integrate content across learning areas in primary school Understanding the construction of the combined achievement standards Primary curriculum does not have a framework APPA DATTA QCEC two individuals APPA APPA Develop rich Illustrations of practice and curriculum connections for primary teachers Share explanation of the structure used to write achievement standards Provide an explanatory framework for the primary curriculum. Future work. will be addressed under actions in the ACARA work plan Related work. Refinements to the Australian Curriculum website will provide an explanation of the structure used to write achievement standards Related work. Refinements to the Australian Curriculum website will provide an explanation of the primary curriculum General / out of scope Achievement standard Year level curriculum makes planning for primary multiage classes difficult There should be assurance that the use of either the conflated or subject-specific achievement standard to assess students learning and to inform teachers planning enables students to be equally wellequipped and prepared for APPA D Develop band- rather than year-based achievement standards Ensure that content is mapped across year levels Out of scope. will be noted in the 2015 monitoring process Noted Draft changes to Australian Curriculum Consultation report June

18 Section 2: Overall General continuing study of individual subjects in the middle and senior years. Writing single year level achievement standard for Years 7 and 8 will assist SA teachers, as Year 7 is in the primary school D NIL Out of scope. will be noted in the 2015 monitoring process Draft changes to Australian Curriculum Consultation report June

19 3. ENGLISH 3.1 Background For reporting purposes, the analysed data were organised according to the broad structural organisers for the survey, that is, for the English curriculum area: content descriptions for each level: F, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 achievement standards for each level: F, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Specific feedback on the content descriptions was sought, based on the following areas: clarity of the content descriptions in each year pitch of the content descriptions for each year volume of content in each year appropriate progression across year levels whether the content description assisted in resolving the overcrowded nature of the curriculum. Specific feedback on the achievement standards was sought, based on the following areas: pitch of the achievement standards for each year appropriate progression across year levels support for the process of assessment and reporting whether the achievement standards assisted in resolving the overcrowded nature of the curriculum explicitness of the phonemic awareness and phonics content clear sequence of phonemic awareness and phonic knowledge content.

20 Section 3: English 3.2 Summary of demographics for online survey respondents Across the English curriculum, ACARA received 39 responses to the online survey. There were 20 group responses and 19 individual responses. ACARA also received 10 written submissions. Figures 3.1, 3.2, 3.3 and 3.4 illustrate the representation of respondents by state/territory, group or individual. Most state and territory education authorities provided feedback on the draft curriculum, either through the online survey or via detailed written submissions. Feedback was submitted by stakeholders throughout Australia including: state and territory education authorities representative bodies (such as teacher professional associations) individuals. Organisations that made written submissions are listed in Appendix 1. Online survey All respondents Location As shown in Figure 3.1, the largest proportion of respondents to the online survey was from New South Wales, followed by Queensland and then national organisations. Focus or location of work 2.3% 14.0% 11.6% 4.7% 7.0% 20.9% 9.3% 4.7% 25.6% Australian Capital Territory New South Wales Northern Territory Queensland South Australia Tasmania Victoria Western Australia National Figure 3.1: Online English survey respondents by focus or location of work Draft changes to Australian Curriculum Consultation report June

21 Section 3: English Respondent perspective Figure 3.2 represents the total respondents to the online English survey. The largest proportion of respondents to the online English survey identified as education officers, followed by academics, and then school leaders. Respondent perspective 48.8% 2.3% 2.3% 4.7% 9.3% 32.6% Primary teacher Primary subject specialist teacher Secondary teacher School leader Academic Education officer Figure 3.2: Online English survey respondents by perspective Group respondents Figure 3.3 represents the group respondents to the online English survey by organisation type. The largest proportion of contributions to the online English survey was from education authorities. Group respondents 4.8% 9.5% School 85.7% Professional teacher association Education authority Figure 3.3: Online English survey group respondents by organisation type Draft changes to Australian Curriculum Consultation report June

22 Section 3: English Individual respondents Figure 3.4 represents the individual respondents to the online English survey and what sector they are from. The largest proportion of contributions to the online English survey was from individuals from the government sector, followed by the independent sector and then the Catholic sector. Individual respondents 10.5% Catholic 52.6% 36.8% Independent Government Figure 3.4: Online English survey individual respondents by sector Draft changes to Australian Curriculum Consultation report June

23 Section 3: English 3.3 Strengths Content descriptions In relation to the draft changes to the content descriptions for Australian Curriculum: English, the feedback provided broad support for the reconfiguration of the sound and letter knowledge sub-strand of the language strand, to be renamed phonics and word knowledge. The content descriptions within the sub-strand contain new or revised content descriptions, which strengthen the presence of phonics and phonemic awareness in the F 10 English curriculum, including through the emphasis on their connection to early reading and writing development. Changes provide clarity and better sequencing, and remove unnecessary complexity and jargon (AISSA; DET; Multilit group; CESA; QCPCA; ISQ; APPA; VCAA; WASCSA; 11 individuals). 3.4 Summary of key feedback and directions Respondents largely supported draft changes to the content descriptions to strengthen phonemic awareness and phonics by reconfiguring the sound and letter knowledge sub-strand into the phonics and word knowledge sub-strand. There was little support for relocating the phonics and word knowledge sub-strand to the first position in the language strand, nor was there much support for relocating the handwriting sub-strand from the literacy strand. There was little support for the proposed deletions and amalgamations of threads in other aspects of English. There were acknowledgement that changes to content descriptions would need to be aligned to achievement standards and some concern about pitch and alignment in the draft F 6 achievement standards. The sound and letter knowledge sub-strand of the language strand will be strengthened and renamed as the phonics and word knowledge sub-strand, comprised of three threads: phonological and phonemic awareness, alphabet and phonic knowledge and spelling. The handwriting thread will not be relocated as proposed, but content descriptions in phonic and word knowledge will be revised to emphasise the importance of phonics to both writing development as well as reading. The creating literature sub-strand will be strengthened in F 2. Apart from minor edits, few changes will occur to other aspects of English. Draft changes to Australian Curriculum Consultation report June

24 Section 3: English 3.5 s and directions for revision Specific matters that need attention Content descriptions draft changes to strengthen phonemic awareness and phonics in Australian Curriculum: English Reconfigured phonics and word knowledge sub-strand Support subject to specified revisions to content descriptions AISSA DET CESA MULTILIT group ISQ WASCSA Six individuals Phonics and word knowledge content descriptions require revisions to: shorten so that multiple concepts are not overloaded into individual content descriptions Review all content descriptions in the phonics and word knowledge sub-strand, making use of suggested improvements to wording and content improve sequence of F 6 content descriptions Relocated spelling focus thread No support for relocating spelling thread within the reconfigured phonics and word knowledge sub-strand BCE QCEC APPA VCAA Spelling F 10 belongs with written expression (expressing and developing ideas); it does not belong with phonics Retain spelling focus thread in relocated position as it was strongly supported by other stakeholders, including phonics experts Revisions to content descriptions for spelling focus thread about overemphasis on aural skills SSDQLD DET CESA DoE One individual Emphasis on aural skills is at the expense of morphology, visualisation, etymology, Revise Spelling F 6 content descriptions to address concerns raised, making use of suggested improvements to wording and content Draft changes to Australian Curriculum Consultation report June

25 Section 3: English Specific matters that need attention and onset and rime for spelling F 6 Relocated handwriting focus thread over relocating handwriting thread within the reconfigured phonics and word knowledge sub-strand RCE BCE AISWA DET ESA CEWA WASCSA Handwriting is separated from keyboarding and undermines multimodality of Australian Curriculum: English; content descriptions should state that the letters represent pattern and meaning, in addition to sound. Pencil grip has been erroneously omitted The handwriting thread will not be relocated and draft changes will be not be made. Out of scope. The inclusion of pencil grip in the Foundation content description for handwriting will be noted in the 2015 monitoring report. Revise content descriptions in phonic knowledge thread to incorporate beginning writing, emphasising the importance of phonics to both writing development as well as reading Any changes to English No support for any changes to strengthen phonics in English RCE ACT One individual The draft changes are not supported because they overemphasise the phonological dimension of reading, and negatively impact on the planning of teachers who are well into implementation of the Australian Curriculum No action. Changes to phonics were broadly supported and should be retained in keeping with actions endorsed by Education Council Draft changes to Australian Curriculum Consultation report June

26 Section 3: English Inclusion of examples in content descriptions in the phonics and word knowledge sub-strand about the inclusion of examples being unhelpful One individual Specific matters that need attention The use of examples added to the length; and make things more complicated and too long Remove examples of sample words from phonics content descriptions and provide more detailed advice through elaborations, glossary or supporting advice. Extensive support for improving clarity and reducing length of content descriptions Additional advice for teachers to clarify phonics content descriptions that less experienced teachers need more clarity about the intent of the content descriptions in the phonics and word knowledge sub-strand Two individuals The changes involve too few examples to be helpful to teachers, so rather than adding and making content descriptions even longer and more complex, it would be better for teachers to be given additional comprehensive clarification and examples Develop further advice and revise elaborations and glossary to the Australian Curriculum website to clarify phonics content descriptions and provide examples Content descriptions draft changes to other (non-phonics) aspects of Australian Curriculum: English Any changes to English No support for any changes to AC English RCE SSDQLD ACT One individual The draft changes are not supported because they add unwanted complexity and length, remove valuable content, distort the lateral flow of the substrands and negatively impact on the planning Only minor changes will proceed to other aspects of English (see specifics) Draft changes to Australian Curriculum Consultation report June

27 Section 3: English Specific matters that need attention of teachers who are well into implementation of the Australian Curriculum Reductions in content descriptions to other aspects of Australian Curriculum: English Draft deletions and amalgamatio ns of threads not supported DET CEWA MULTILIT group RCE AISWA D QCEC SSDQLD CESA VCAA WASCSA 11 individuals The removal of following content description threads constitutes a loss of important content and flow: language variation and change language for interaction Amalgamation of following threads adds complexity and negatively impacts on the planning of teachers: Draft changes will not proceed to reduce or amalgamate the following content description threads: language variation and change language for interaction purpose and audience listening and speaking interactions (purposes and contexts) listening and speaking interactions (skills) oral presentations listening and speaking interactions (purposes and contexts) listening and speaking interactions (skills) oral presentations Draft changes to Australian Curriculum Consultation report June

28 Section 3: English Interpreting, analysing, evaluating substrand reading processes thread F 3 No support for the draft removal of term prediction as a reading strategy ACT AATE QCEC SSDQLD APPA Three individuals Specific matters that need attention The term prediction and the strategy it denotes is important in reading F 3, alongside other reading strategies Draft changes will not proceed. The term prediction will be retained as a reading strategy F 3. Interpreting, analysing, evaluating substrand reading processes thread F 1 about the inclusion of the terms decodable texts and levelled text BCE AISWA CESA ACT QCEC APPA WASCSA Two individuals The term decodable is used ambiguously and hints at commercial products. It does not fit with the English construct; the decodable emphasis limits reading for interest and meaning in reading. The use of term levelled text dumbs down curriculum Revise reading processes thread F 1 to include references to decodable texts and predictable texts. The importance of including appropriate decodable texts was supported by phonics forum experts. The term levelled text has been removed. Interpreting, analysing, evaluating substrand draft change of header to reading and viewing about draft change from interpreting, analysing, evaluating to reading and viewing RCE BCE ACT APPA VCAA WASCSA The change of substrand name does not help the substance of reading and viewing; nor does it fit the style of Australian Curriculum: English. Draft changes will not proceed. There was limited support for the change. Retain the interpreting, analysing and evaluating endorsed sub-strand header Draft changes to Australian Curriculum Consultation report June

29 Section 3: English Interpreting, analysing, evaluating substrand draft additional content descriptions for F 5 and Year 10 in analysing and evaluating texts focus thread Little feedback on draft content descriptions, some suggestions for revisions BCE VCAA WASCSA (Note: no other submission commented on this change; but there were no specific objections, and BCE confirmed these skills are a vital component of the discipline of English (p. 47) Specific matters that need attention The proposed content descriptions for F 5 and Year 10 were not supported in their proposed form because they focus on comprehension and are not specific to analysis and evaluation need more emphasis on interpreting and evaluating Out of scope. The draft additional seven content descriptions will be noted in the 2015 monitoring report. Creating literature substrand draft change of header to Interacting with Literature that change does not reflect the intent of the sub-strand AATE (incorporating ETA, ETA NSW, Vic. Ass. TE, SA ETA, Tas. ETA, and ETA WA); (Note: AISWA was in support of the change) Interacting does not emphasise the creative writing side, which is the purpose of this thread. Draft changes will not proceed. There was limited support for the change. Retain the creating literature endorsed sub-strand header Three new content descriptions for F 2 Creating Literature Experimentatio Support and no explicit concerns raised SSDQLD 25 individuals combined response indicated that these content descriptions represent appropriate content for the early years and their Retain the three draft F 2 content descriptions as there was no explicit concerns raised. The additions support rebalancing actions raised in the review of the Australian Curriculum. Draft changes to Australian Curriculum Consultation report June

30 Section 3: English n and Adaptation Specific matters that need attention engagement with literature F 2 Achievement standards draft changes to Australian Curriculum: Overall Draft changes to F 2 achievement standards to reflect new Phonics and Word Knowledge content description s about appropriatene ss of pitch and alignment in F 2 draft changes to achievement standards, to reflect new Phonics and Word Knowledge content description BCE QCEC AISWA APPA WASCSA Expectations on students are inappropriately high in terms of pitch, but no specific details are given (AIS WA); they are too explicit, not consistent with shaping paper view on what achievement standards are Revise draft changes to achievement standards to ensure alignment to changes to content descriptions. Draft changes to achievement standards were supported by a range of respondents, especially some phonics experts Draft changes to Australian Curriculum Consultation report June

31 4. MATHEMATICS 4.1 Background For reporting purposes, the analysed data were organised according to the broad structural organisers for the survey, that is, for the Mathematics curriculum area: content descriptions for each level: F, 1, 4, 5, 8, 9 achievement standards for each level: F, 1, 4, 5, 8, 9. Specific feedback on the content descriptions was sought, based on the following areas: clarity of the content descriptions in each year pitch of the content descriptions for each year volume of content in each year appropriate progression across year levels whether the content description assisted in resolving the overcrowded nature of the curriculum. Specific feedback on the achievement standards was sought, based on the following areas: pitch of the achievement standards for each year appropriate progression across year levels support for the process of assessment and reporting whether the achievement standards assisted in resolving the overcrowded nature of the curriculum.

32 Section 4: Mathematics 4.2 Summary of demographics for online survey respondents Across the Mathematics curriculum, ACARA received 28 responses to the online survey. There were 16 group responses and 12 individual responses. ACARA also received seven written submissions. Figures 4.1, 4.2, 4.3 and 4.4 illustrate the representation of respondents by state/territory, group or individual. Most state and territory education authorities provided feedback on the draft curriculum, either through the online survey or via detailed written submissions. Feedback was submitted by stakeholders throughout Australia including: state and territory education authorities representative bodies (such as teacher professional associations) individuals. Organisations that made written submissions are listed in Appendix 1. Online survey All respondents Location As shown in Figure 4.1, the largest proportion of respondents to the online survey was from Queensland, followed by South Australia and New South Wales. Focus or location of work 3.6% 3.6% Australian Capital Territory 14.3% 3.6% 7.1% 17.9% 14.3% 32.1% 3.6% New South Wales Northern Territory Queensland South Australia Tasmania Victoria Western Australia National Figure 4.1: Online mathematics survey respondents by focus or location of work Draft changes to Australian Curriculum Consultation report June

33 Section 4: Mathematics Respondent perspective Figure 4.2 represents the total respondents to the online mathematics survey. The largest proportion of respondents to the online mathematics survey are identified as education officers, followed equally by school leaders and secondary teachers, and then by academics. Respondent perspectives 10.7% Primary teacher 71.4% 10.7% 7.1% Primary subject specialist teacher Secondary teacher School leader Academic Education officer Group respondents Figure 4.2: Online mathematics survey respondents by perspective NB: Contributions of less than 1% are not shown on the graph Figure 3 represents the group respondents to the online mathematics survey by organisation type. The largest proportion of contributions to the online mathematics survey was from education authorities. Group respondents 8.3% School 91.7% Professional teacher association Education authority Figure 4.3: Online mathematics survey group respondents by organisation type NB: Contributions of less than 1% are not shown on the graph Draft changes to Australian Curriculum Consultation report June

34 Section 4: Mathematics Individual respondents Figure 4 represents the individual respondents to the online mathematics survey and what sector they are from. The largest proportion of contributions to the mathematics survey was from individuals from the government and independent sectors equally, followed by the Catholic sector. Individual respondents 35.7% 28.6% Catholic Independent Government 35.7% Figure 4.4: Online mathematics survey individual respondents by sector Draft changes to Australian Curriculum Consultation report June

35 Section 4: Mathematics 4.3 Strengths Content descriptions In relation to the draft changes to the content descriptions for Australian Curriculum: Mathematics, the feedback provided broad support for the following: the changes in wording have clarified the content descriptions the volume of content is appropriate for each year level the content descriptions are clear and unambiguous, and are pitched at the appropriate level Achievement standards In relation to the draft changes to the achievement standards for Australian Curriculum: Mathematics, the feedback provided broad support for the following: the changes to the achievement standards reflect the changes in content descriptions the pitch of the achievement standards is suitable for all year levels the achievement standards are a good progression of learning across year levels. 4.4 Summary of key feedback and directions Stakeholders largely agreed that the draft content descriptions are clear, well-pitched and have appropriate volume of content. There was broad agreement that the achievement standards were well-aligned to content descriptions, well-pitched and show good progression. There were some minor concerns about the Foundation Year and with presentation of the proficiencies. Draft changes to content descriptions and achievement standards will be adopted. Draft changes to Australian Curriculum Consultation report June

36 Section 4: Mathematics 4.5 s and directions for revision Specific matters that need attention Content descriptions draft changes to Australian Curriculum: Mathematics Proficiencies Content Editing The links between proficiencies, content descriptions and achievement standards are not obvious There is no change in the volume of content Some wording refinements SSDQLD QCEC ISQ QCAA D SSDQLD QCEC ISQ QCAA Individuals NT Ed. Office ESA D APPA WASCSA SSDQLD QCEC ISQ QCAA WASCSA The proficiencies are not obvious in the year level statements The amount of content has not been reduced as a result of the revisions Some content descriptions need refinement will be noted in the 2015 monitoring process and addressed in refinements to the Australian Curriculum website will be noted in the 2015 monitoring process. The intent of the revisions was to clarify some content descriptions and to enhance the reasoning proficiency Out of scope. These comments have been noted for the monitoring process Draft changes to Australian Curriculum Consultation report June